The research question for this masters thesis is: How can one legitimize literature as part of the future Norwegian school subject? The question is answered through the method of hermeneutics, where one tries to understand and explain different texts and thereby build an argumentation where the particular issue can be explored from different angles. The goal is not to reach a final conclusion, but to come up with one of many possible answers, and thus contribute to an ongoing discussion on the subject matter.

The starting point of the research question is that literature is in danger of being marginalized in an educational system that for more than a decade has moved towards utilitarian thinking, where measurable and instrumental skills are highly valued. Neither utility or instrumental skills, nor older ideas about nation building, can fully account for the legitimacy of the teaching of literature in the future Norwegian school subject. This thesis will base its legitimation suggestions on some sections of the reports of ‘Ludvigsenutvalget’, and other official documents, which predicts what the future society will demand from today’s students. These include social and emotional aspects of the students' learning. Key words are emotions, ethics, cultural understanding, global and local citizenship and democracy.

Fit Skinny 501 Jeans SKINNY Levi's® xFIqUwMartha Nussbaum's philosophy of the emotions and defense of literary education is central to this masters thesis. With Nussbaum’s philosophy, it is argued that reading literature can help cultivate what she calls citizens of the world – an ideal which is needed in the diverse complex future society. From Nussbaum's philosophical argumentation, the thesis goes on to explore mentalization theory. Theory and empirical research on the effect that reading literature has on improving mentalization will also be argued as a possible way to legitimize literature as a somewhat substantial part of the Norwegian school subject.

This masters thesis primarily deals with the why’s of literature didactics. However, it also contains some reflections on the selection of particular works to be read, and a brief discussion of how one could teach literature classes, as an extension of the overall question.